For this workshop, participants will receive a link to the county’s Google login page. The participants will be asked to make sure their login works and familiarize themselves with the website on their own. They will need to review a brief overview of the different aspects of the Google account before the workshop. In addition they must have attended day one of the workshop and know how to post and share on the class wiki.
Introduction Video:
Objectives:
The science teachers will become familiar with how to create, share, and collaborate on documents in Google Drive.
The teachers will create at least one Google form that they can use in their science classrooms.
Teachers will use the information they learned to create at least one cohesive Google product that they can implement directly in their classrooms.
3. After having completed the form and viewing the results think about how you could used a similar form in your own classroom. Please contribute to the discussion "How to use Google Forms in Science" by visiting the discussion tab. Please include at least one specific example of how to use this feature in a science lesson. We will then share with the whole group!
4. Now that we have gone a little further in-depth I want you view the following screen cast showing you how to create a pretest using Google forms. Here is the link to the pretest for you to look at now that you have seen how to create these forms: Click here
Please work with your content groups to come up with a pre and post test you can used with your students based on your grades curriculum and post your links here:
Group 1 (physics, 8th grade):
Group 2 (chemistry, 8th grade):
Group 3 (cell structures, 7th grade):
Group 4 (Ecology, 7th grade):
Group 5 (Astronomy, 6th grade):
Group 6 (Rock Cycle, 6th grade):
5. Now that we have shared, I would like you to think outside the box and come up with at least one other situation in which you could use a Google Form in a science lesson. You will have 15-20 minutes to work by yourself (or if you are really not comfortable work with a partner) and create your own Google form from scratch. Try to use some of the different answer choice features and explore what the program has to offer. If you finish early try sending your form to one of your colleagues so you can see how the response feature works. Finally, please post a link to the form in your personal wiki. (Ray and Wymon you can just post the links on the "teacher created sites" page.)
6. We will now look at the spread sheet aspect of the forms. I will share with you some of the interesting features of these spread sheets and show you how to use them to compare data in your science classes. (If I were doing this live I would do it using a projector but I have also included a Screencast for Wymon and Ray here, so they can see what I would do with the class. I would also include a recording of what we did in the workshop for anyone who missed a class.)
This video will provide you with a brief idea of how to use the Google Spreadsheets.
5. How would you use Google spread sheets in science?
We are now going to do a mini-lab using the spread sheet tool. I have shared with all of you a link to a spread sheet (click here) I would like you to work with your groups to measure each other in centimeters and fill in the information under each of your names. Notice how you can see the changes being made by other groups as you are working.
(I have filled in some generic data so that the Wymon and Ray can see how it would look if a class had added some data.)
I want each of you to select one person form your group to come up and share or explore one of the gadgets in the Google spreadsheet. Look at how you can add charts and graphs to the spread sheet using the data we gathered as a class. Think about how this can be used in lab reports with your own students. (Wymon and Ray: try to explore the gadgets and see if there are any you haven't used before or think would be useful for a science lab and share which one you used in the discussion.)
6. Once you have filled in your data I would like you to reflect on the activity and how you could use similar activities in your science classrooms.
Please post any thoughts and ideas to the discussion tab at the top of the page, specifically respond to the second post titled "Using Google Spreadsheets".
7. Finally we will discuss how you can use use the Google Presenter tool in science. I will show you 2 presentations using Google presenter. And I want you to tell me which you think is more valuable for your students. (view the screencast below to see the 2 presentations.)
As you can see the google presenter tool should be used as more than just a place for notes you should be using this page to share multimedia experiences with your students. You will now work with your content groups to explore the different features of the Google Presenter tool. You can view this brief screencast to remind you of how to embed multimedia in your presentation
8. Think about how you you might use this with your students and create a brief Google presentation in your groups sharing your thoughts and ideas.
Post your presentation links here:
Group 1 (physics, 8th grade):
Group 2 (chemistry, 8th grade):
Group 3 (cell structures, 7th grade):
Group 4 (Ecology, 7th grade):
Group 5 (Astronomy, 6th grade):
Group 6 (Rock Cycle, 6th grade):
9. Your last challenge for the day, which we will work on for the remainder of the time will be to use either the spreadsheet or presenter tool and create a product that you can implement directly in your classroom. Please take advantage of this time using it to ask questions and discuss ideas with your colleagues. I would also recommend that you all try to focus on different lessons and share links to what you create on your wikis so that you can all share resources instead of recreating the wheel.
The Presenter will begin by conducting a survey with the science teachers about their experience with Google, and what they hope to gain from this workshop. Once all the teachers have taken the brief survey, the presenter will show them the results. This will provide an excellent starting point for a discussion on how these teachers can use similar Google forms in their own classrooms. The presenter will facilitate the discussion and encourage the teachers to think of out of box and come up with ways that they or their students can create and use their own Google Forms. The teachers will work in content groups to create a pre and post assessment using Google Forms.
Once teachers are familiar with the Google Forms, the group will explore the spreadsheet aspect of the forms. This spreadsheet program has many different features that teachers can use to explore the data they have gathered. The presenter will share some of the interesting features of the program including the ability to add gadgets, charts, timelines, etc. The content groups will then work together to brainstorm ways in which they can use these features to enhance their science instruction. Once the groups have shared their ideas, the presenter will share a spreadsheet with the group using the Google sharing feature. The class will be working on a mini-lab that will ask them to gather some data, which in this case will require the teachers to use measuring tapes and record their height in centimeters. This activity will allow the teachers to see firsthand how a whole class can contribute data on a spreadsheet at the same time. The group will then use their group’s data and compare it to the whole class’s data using one of the gadgets that were discussed earlier. Once the class comes back together, the participants will be asked to reflect on the activity and how they could use similar activities in their classrooms.
The final section of the workshop will focus on the use of the Google Presenter tool. The presenter will emphasize that the presentation should not just be used to display notes but as a way to share multimedia experiences with the students. The presenter will share their own presentation with the science teachers highlighting the different aspects of the program. Participants will be asked to come up with ideas of how they can use this with their students. The Participants will work with their groups creating a group presentation which they will share displaying some of their ideas about how they or their students could use this feature in science class. The groups will share their ideas with the class. Next, the presenter will show the teachers how to share a presentation with their whole class of students by pulling their class lists from the Aspen databases. At the end of the day’s workshop teachers will be challenged to create a presentation or spreadsheet that can then be shared with their students. Teachers can share links to their presentations on the wiki they created on day one of the workshop.
Howard County Public School System. (n.d.b). Howard county public school system [website]. Retrieved from http://www.hcpss.org/
Langan, M. (2013, March, 8). A personal interview with J. Scribner. Laurel, Maryland. Maryland teaching, empowering, leading and learning survey detailed results 2011. (2011). Retrieved from: http://2011.tellmaryland.org/reports/detailed.php?orgID=M13
Matzen, N. J., & Edmunds, J. A. (2007). Technology as a Catalyst for Change: The Role of Professional Development. Journal Of Research On Technology In Education, 39(4), 417-430 Potter, S. L., & Rockinson-Szapkiw, A. J. (2012). Technology integration for instructional improvement: The impact of professional development. Performance Improvement, 51(2), 22-27. doi:10.1002/pfi.21246 Image sources: Slide 1 Image of Howard county logo: Image retrieved from www.hcpss.org
Slide 9: Photo taken by M. Langan (2012) Slide 11 Photo taken by M. Langan (2013) Slide 15 wordle: Langan, M. (2013). Created using http://www.tagxedo.com/app.html
Using Google Drive with students
Prerequisite Knowledge:
For this workshop, participants will receive a link to the county’s Google login page. The participants will be asked to make sure their login works and familiarize themselves with the website on their own. They will need to review a brief overview of the different aspects of the Google account before the workshop. In addition they must have attended day one of the workshop and know how to post and share on the class wiki.Introduction Video:
Objectives:
Agenda:
1. We will begin our class by conducting a survey about your experience with Google, and what you hope to gain from this workshop.Please click on the link below and fill out the survey now: https://docs.google.com/forms/d/1DoCH3okxCJsneFlo_yXqRwvnCG5dRVwp6ohWHkfdx1U/viewform2. Now that you have completed the survey we will look at the whole classes results. You can click on this link to see the results on your own computer:
https://docs.google.com/spreadsheet/ccc?key=0AsKnyWrduuO7dGlRTGwwdDdKY0tCR1g2eWtyekNxWUE#gid=0
3. After having completed the form and viewing the results think about how you could used a similar form in your own classroom. Please contribute to the discussion "How to use Google Forms in Science" by visiting the discussion tab. Please include at least one specific example of how to use this feature in a science lesson. We will then share with the whole group!
4. Now that we have gone a little further in-depth I want you view the following screen cast showing you how to create a pretest using Google forms. Here is the link to the pretest for you to look at now that you have seen how to create these forms: Click here
Please work with your content groups to come up with a pre and post test you can used with your students based on your grades curriculum and post your links here:
Group 1 (physics, 8th grade):
Group 2 (chemistry, 8th grade):
Group 3 (cell structures, 7th grade):
Group 4 (Ecology, 7th grade):
Group 5 (Astronomy, 6th grade):
Group 6 (Rock Cycle, 6th grade):
5. Now that we have shared, I would like you to think outside the box and come up with at least one other situation in which you could use a Google Form in a science lesson. You will have 15-20 minutes to work by yourself (or if you are really not comfortable work with a partner) and create your own Google form from scratch. Try to use some of the different answer choice features and explore what the program has to offer. If you finish early try sending your form to one of your colleagues so you can see how the response feature works. Finally, please post a link to the form in your personal wiki. (Ray and Wymon you can just post the links on the "teacher created sites" page.)
6. We will now look at the spread sheet aspect of the forms. I will share with you some of the interesting features of these spread sheets and show you how to use them to compare data in your science classes. (If I were doing this live I would do it using a projector but I have also included a Screencast for Wymon and Ray here, so they can see what I would do with the class. I would also include a recording of what we did in the workshop for anyone who missed a class.)
This video will provide you with a brief idea of how to use the Google Spreadsheets.
5. How would you use Google spread sheets in science?
We are now going to do a mini-lab using the spread sheet tool. I have shared with all of you a link to a spread sheet (click here) I would like you to work with your groups to measure each other in centimeters and fill in the information under each of your names. Notice how you can see the changes being made by other groups as you are working.
(I have filled in some generic data so that the Wymon and Ray can see how it would look if a class had added some data.)
I want each of you to select one person form your group to come up and share or explore one of the gadgets in the Google spreadsheet. Look at how you can add charts and graphs to the spread sheet using the data we gathered as a class. Think about how this can be used in lab reports with your own students. (Wymon and Ray: try to explore the gadgets and see if there are any you haven't used before or think would be useful for a science lab and share which one you used in the discussion.)
6. Once you have filled in your data I would like you to reflect on the activity and how you could use similar activities in your science classrooms.
Please post any thoughts and ideas to the discussion tab at the top of the page, specifically respond to the second post titled "Using Google Spreadsheets".
7. Finally we will discuss how you can use use the Google Presenter tool in science. I will show you 2 presentations using Google presenter. And I want you to tell me which you think is more valuable for your students. (view the screencast below to see the 2 presentations.)
As you can see the google presenter tool should be used as more than just a place for notes you should be using this page to share multimedia experiences with your students. You will now work with your content groups to explore the different features of the Google Presenter tool. You can view this brief screencast to remind you of how to embed multimedia in your presentation
8. Think about how you you might use this with your students and create a brief Google presentation in your groups sharing your thoughts and ideas.
Post your presentation links here:
Group 1 (physics, 8th grade):
Group 2 (chemistry, 8th grade):
Group 3 (cell structures, 7th grade):
Group 4 (Ecology, 7th grade):
Group 5 (Astronomy, 6th grade):
Group 6 (Rock Cycle, 6th grade):
9. Your last challenge for the day, which we will work on for the remainder of the time will be to use either the spreadsheet or presenter tool and create a product that you can implement directly in your classroom. Please take advantage of this time using it to ask questions and discuss ideas with your colleagues. I would also recommend that you all try to focus on different lessons and share links to what you create on your wikis so that you can all share resources instead of recreating the wheel.
Evaluation form:
Please complete the following evaluation form which will allow us to improve our future workshops:https://docs.google.com/forms/d/11wh-D8Abj1tsf1PnTuagHon3V1T1qNYIBWGfXCKWmUw/viewform
Detailed Lesson Plan:
The Presenter will begin by conducting a survey with the science teachers about their experience with Google, and what they hope to gain from this workshop. Once all the teachers have taken the brief survey, the presenter will show them the results. This will provide an excellent starting point for a discussion on how these teachers can use similar Google forms in their own classrooms. The presenter will facilitate the discussion and encourage the teachers to think of out of box and come up with ways that they or their students can create and use their own Google Forms. The teachers will work in content groups to create a pre and post assessment using Google Forms.Once teachers are familiar with the Google Forms, the group will explore the spreadsheet aspect of the forms. This spreadsheet program has many different features that teachers can use to explore the data they have gathered. The presenter will share some of the interesting features of the program including the ability to add gadgets, charts, timelines, etc. The content groups will then work together to brainstorm ways in which they can use these features to enhance their science instruction. Once the groups have shared their ideas, the presenter will share a spreadsheet with the group using the Google sharing feature. The class will be working on a mini-lab that will ask them to gather some data, which in this case will require the teachers to use measuring tapes and record their height in centimeters. This activity will allow the teachers to see firsthand how a whole class can contribute data on a spreadsheet at the same time. The group will then use their group’s data and compare it to the whole class’s data using one of the gadgets that were discussed earlier. Once the class comes back together, the participants will be asked to reflect on the activity and how they could use similar activities in their classrooms.
The final section of the workshop will focus on the use of the Google Presenter tool. The presenter will emphasize that the presentation should not just be used to display notes but as a way to share multimedia experiences with the students. The presenter will share their own presentation with the science teachers highlighting the different aspects of the program. Participants will be asked to come up with ideas of how they can use this with their students. The Participants will work with their groups creating a group presentation which they will share displaying some of their ideas about how they or their students could use this feature in science class. The groups will share their ideas with the class. Next, the presenter will show the teachers how to share a presentation with their whole class of students by pulling their class lists from the Aspen databases. At the end of the day’s workshop teachers will be challenged to create a presentation or spreadsheet that can then be shared with their students. Teachers can share links to their presentations on the wiki they created on day one of the workshop.
Howard County Public School System. (2012a). 2011-2012 annual report. Retrieved from: http://www.hcpss.org/aboutus/2012ar.pdf
Howard County Public School System. (n.d.a). About us. Retrieved from: http://www.hcpss.org/aboutus/
Howard County Public School System. (2012b). Howard county public school system profile. Retrieved from: http://www.hcpss.org/aboutus/profile.pdf.
Howard County Public School System. (2008). Howard county public school system technology plan 2008-2013. Retrieved from: http://www.hcpss.org/aboutus/plan_technology.pdf
Howard County Public School System. (n.d.b). Howard county public school system [website]. Retrieved from http://www.hcpss.org/
Langan, M. (2013, March, 8). A personal interview with J. Scribner. Laurel, Maryland.
Maryland teaching, empowering, leading and learning survey detailed results 2011. (2011). Retrieved from: http://2011.tellmaryland.org/reports/detailed.php?orgID=M13
Matzen, N. J., & Edmunds, J. A. (2007). Technology as a Catalyst for Change: The Role of Professional Development. Journal Of Research On Technology In Education, 39(4), 417-430
Potter, S. L., & Rockinson-Szapkiw, A. J. (2012). Technology integration for instructional improvement: The impact of professional development. Performance Improvement, 51(2), 22-27. doi:10.1002/pfi.21246
Image sources:
Slide 1 Image of Howard county logo: Image retrieved from www.hcpss.org
Slide 3: Photo taken by M. Langan (2013)
Slide 6 Image of Graduation Cap: Retrieved from http://ambassadorbrattle.com/2012/05/congrats-graduates-boston-ma-area/close-up-of-a-graduation-cap-and-a-certificate-with-a-ribbon-2/
Slide 6 Photo taken by M. Langan (2013) Image of Poster: College and Career Ready. (2011). Howard county school system.
Slide 7 Image of Sign: retrieved from: http://usgreentechnology.com/author/allison-midori-reilly/
Slide 7, Image of 2 men at computer: retrieved from http://money.cnn.com/pf/best-jobs/2012/snapshots/13.html
Slide 7 Image of Navy employee: http://www.navy.com/jobs/information-technology.html
Slide 7 Image of woman on computer: retrieved from: http://www.bloomberg.com/news/2011-08-08/immelt-adds-technology-jobs-in-u-s-as-ge-shaves-outsourcing.html
Slide 7 Image of 2 techs: retrieved from: http://www.deseretnews.com/article/705374840/700-new-technology-jobs-announced-for-Utah.html?pg=all
Slide 9: Photo taken by M. Langan (2012)
Slide 11 Photo taken by M. Langan (2013)
Slide 15 wordle: Langan, M. (2013). Created using http://www.tagxedo.com/app.html